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Special Ed 101
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<blockquote data-quote="flutterbee" data-source="post: 213060"><p>One thing I want to point out with working memory....</p><p></p><p>Working memory is short term memory, but is also the ability to take in information and manipulate to problem solve. My daughter scored very high in rote memory - just regurgitating information - but low average with working memory.</p><p></p><p>Wynter is a strong reader. In the 6th grade, she was reading at a 9th grade level. Comprehension is strong. She can give you the main idea, theme, antagonist, protagonist, rising action, climax, etc. But, that same year she was given a story that talked about a pesticide that was used on apples at Orchard X in Year X that made people sick. It then went on to talk about the pesticide, the studies done, that it was banned, etc. She was then asked if the apples were safe to eat. She was stumped and had no idea how to answer that. The article talked about the pesticide not the apples specifically and she couldn't make that connection.</p><p></p><p>The working memory issues - other than the short term memory part - are really more noticeable in the higher grades when kids are working on more complex problems and are expected to be more independent. In the lower grades, they are still learning the basics. The neuropsychologist report talked specifically about Wynter's problems with complex problems and stated that she can get them, but that she needs more time and will need to have it explained in different ways. The SD never got that.</p><p></p><p>I just wanted to give you a heads up on the implications of her working memory as she gets older.</p></blockquote><p></p>
[QUOTE="flutterbee, post: 213060"] One thing I want to point out with working memory.... Working memory is short term memory, but is also the ability to take in information and manipulate to problem solve. My daughter scored very high in rote memory - just regurgitating information - but low average with working memory. Wynter is a strong reader. In the 6th grade, she was reading at a 9th grade level. Comprehension is strong. She can give you the main idea, theme, antagonist, protagonist, rising action, climax, etc. But, that same year she was given a story that talked about a pesticide that was used on apples at Orchard X in Year X that made people sick. It then went on to talk about the pesticide, the studies done, that it was banned, etc. She was then asked if the apples were safe to eat. She was stumped and had no idea how to answer that. The article talked about the pesticide not the apples specifically and she couldn't make that connection. The working memory issues - other than the short term memory part - are really more noticeable in the higher grades when kids are working on more complex problems and are expected to be more independent. In the lower grades, they are still learning the basics. The neuropsychologist report talked specifically about Wynter's problems with complex problems and stated that she can get them, but that she needs more time and will need to have it explained in different ways. The SD never got that. I just wanted to give you a heads up on the implications of her working memory as she gets older. [/QUOTE]
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